The Impact of the Freshman Year on Epistemological Development: Gender Differences

Students’ levels of epistemological development, measured at the beginnings of their freshman, then sophomore years, increase in intellectual complexity for both genders, males more than females. Why? Analysis of students’ expectations and perceptions of their learning environments revealed subtle differences which may account for the differences in growth. This paper outlines the areas of differential environmental impact for men and women students’ epistemological development and suggests ways to create equitable learning environments.